TABLE OF CONTENTS
Title page – – – – – – – – – i
Approval Page – – – – – – – – ii
Certification – – – – – – – – iii
Dedication – – – – – – – – iv
Acknowledgement – – – – – – – v
Table of content – – – – – – – vi
List of table – – – – – – – – viii
Abstract – – – – – – – – – ix
CHAPTER ONE: INTRODUCTION
- Background of the study – – – – – 1
- Statement of the problems – – – – 3
- Significance of the study – – – – – 4
- Hypothesis – – – – – – – 4
- Objectives of the study – – – – – 5
- Operational definition – – – – – 6
- Scope and limitation of the study – – – 7
CHAPTER TWO: LITERATURE REVIEW
- Academic and professional qualification of English teachers – – – – – – – – 8
- The curriculum of qualification of English teacher education – – – – – – – – 13
- Instructional methods used by English teachers 16
- Teachers’ attitude – – – – – – 21
CHAPTER THREE: METHODOLOGY
- Source of data – – – – – – – 23
- Samples – – – – – – – – 23
- Method of data collection – – – – – 24
- Procedure of data analysis – – – – 24
- Method of data analysis – – – – – 24
CHAPTER FOUR: DATA ANALYSIS
- Interpretation of students’ response – – 33
- Teachers’ qualification and teaching experience 39
- Interpretation of the qualification of teachers’ response to questionnaire – – – – – – 45
- Analysis of principals response to items in questionnaire – – – – – – – 56
CHAPTER FIVE: CONCLUSION AND RECOMMENDATION
- Major findings – – – – – – – 58
- Tenability of assumption – – – – – 59
- Conclusion – – – – – – – 60
- Recommendations – – – – – – 60
Bibliographical References – – – – 63
LIST OF TABLES
Table 1: Students attitudes towards learning English and Assessment of their teacher personality and teaching strategies — — — — — — 33
Table 2: Teachers qualification — — — — — 39
Table 3: Teaching experiences of English Teachers — 40
Table 4: percentage and mean value — — — 41
Table 5: Principals view on the effect of teacher’s qualification on student’s performance in
English — — — — — — — — 49
Table 6: 2003/2004SSCE results of English students — 56
The study was designed to find out if the qualification of the English teachers has direct or indirect bearing on the performance of the students in English language. The topic was built on the assumption, apparently shared by most people especially our educational policy makers, that any fluent speaker or native speaker of English automatically becomes an effective English teacher. Three secondary schools within Nsukka were selected for the study. Questionnaires were distributed to the students, teachers and principals in the selected schools. The responses were analyzed using simple statistical methods. The study found out that teachers’ qualifications do affect students’ performance. Recommendations were made on how to improve on the quality of teachers already in the classroom.
- Background of Study
English as a language plays a number of roles in the socio-economic, political and cultural development of Nigeria society.
The continued slide in the performance of students in the English language in external examinations is a course for great concern not only for the teachers but also for all stake holders in the business of education. This is more worrisome when one considers the fact that English doubles as a medium of instruction in Nigerian schools as well as our linquafranca. The central role of English cannot, therefore, be wished away.
The pattern of failure has, however, shown that the incidence appears to be higher in some schools than it is with other schools. A number of factors have been linked to the courses but more relevant is the issue of qualification of the teachers. This is more important because in the business of teaching and learning, teachers offer only what they have; you cannot offer what you don’t have.
The qualification of teachers involved in teaching and learning has great roles in the performance of students and it is to find out these effects that this study is set out to accomplish.
Chomsky (1972) “states that one can not really teach a language but can only present the conditions in which it will develop spontaneously in the mind in its own ways”
Language is something, which is internalized in the mind of the individual. The question of who should teach English effectively in a second language situation needs especial consideration.
The search for a worth while answer has formed the basis of the topic of this project.
“The effects of the qualification of English teachers on the performance of secondary school students in external examinations, in selected secondary schools, A case study of the selected schools”.
- Statement of the Problems
It is assumed that only those who have professional training in English teaching should teach English language. The English teacher should be the one whose competence and proficiency in all the language skills are in a good measure. But especially in written and conversational English, is not deficient. The English teacher should have a good knowledge of current usage and the theoretical aspects of English.
In Nigeria today, most students in secondary schools and infact even in universities lack the ability to communicate efficiently in English, both oral and written.
Adekunle (1969) “maintains that it is in putting down their ideas on paper in grammatical English that most secondary school and university students have greatest difficulty”. This situation has not changed over the years. This is still the major problem faced by English students today. It is therefore important to find out if the qualification of the English teachers has any effect on the performance of the students in written and spoken English.
- Significance of the Study
This study will serve as a painter to the ministry of education to verify whether the qualification of teachers has any effect on the student performance in senior secondary school certificate examination (SSCE). The finding will also help people who want to conduct such research to serve as reference.
- Teachers’ qualification affects the student’s performance in (SSCE) examination.
- Students do not learn properly from the instruction of untrained teachers.
- Native speaks and fluent second language speakers are not automatically effective English teachers.
- Professional training is necessary for one to be a good teacher.
- In Nigeria, unqualified teachers can be linked to the general low performances recorded in SSCE English language examination by our students due to poor teaching.
- Objectives of the Study
The purpose of this study is to find out the teachers qualification on students performance in senior secondary school certificate examination (SSCE). The study also tries to assess the validity of the assumption that any fluent speaker of English can teach the subject and attempt to explore ways of English. The learning of English can be enhanced and how to improve on the quality of the English teachers already in the classroom.
The study also tries to analyze;
- How teacher’s qualification effect the student’s practical demonstration of the language skill since the language cannot really be taught?
- How important teacher’s are in the language development?
- Can the general low performance of students be related to teacher’s qualification?
- Does the untrained teacher encounter move problem than the trained teachers in the language teaching situation?
The above questions are what this researcher is setout to find out solution to.
- Operational Definitions
The terms used in the topic are defined as follows:
Teacher’s qualification, teachers academic and professional qualification in English. The degree of mastery of the English language skills, the teaching techniques and methods used, the teacher’s attitude towards the learners and the ability to identify students needs of each stage of language development, it also covers the degree of preparedness of the English language teachers.
Student’s performance; The student’s practical demonstration of comprehension language skill as specified by the English syllabus.
- Scope and Limitation
The study is limited to the three schools in Nsukka metropolitan council viz St. Theresa’s College Nsukka, urban secondary school Nsukka and Queen’s secondary school Nsukka; All in Nsukka metropolitan council.
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